Psychology and Sociology

About the Major

psych soc overview sheet Wilson offers outstanding programs of study in Psychology and Sociology. Inherently interdisciplinary, these majors are designed to help students develop a critical understanding of human beings and the societies we create.

These programs adopt a rigorous, scientific approach to understanding behavior, an approach that provides the solid foundation necessary for admission to graduate programs and/or for immediate employment in a myriad of service-based occupations. Like Lewin, we believe that “There’s nothing so useful as a good theory,” but the majors in Psychology and Sociology likewise require skill-based courses in statistics and the use of computer software programs to help the student master basic research methods. Furthermore, students have the opportunity to participate in laboratory and/or field work, because human behavior often can be studied best outside of the classroom and because research projects, internships, and other types of practical experiences are important preparation for a career in the behavioral sciences.

As practical as they are popular, majors in Psychology and Sociology readily translate into careers in teaching, counseling, research, social work, health sciences, advertising, marketing, personnel management, conflict mediation, and forensics. Many careers require only the baccalaureate degree while others require graduate or professional training. In both, Wilson students have an excellent record in obtaining placements. Faculty assist in designing a program of study that meets admissions requirements for graduate school and can often suggest institutions based on students’ career objectives.

The major in Psychology focuses primarily on understanding principles of human behaviors from a variety of perspectives: neurological, cognitive, social, and emotional. From the development of the self through the aging process, the complex interaction of the individual with internal and environmental forces is critically examined. The program in Psychology is designed to familiarize the student with essential scientific methods and concepts as applied to the analysis of psychological research.

The major in Sociology is directed toward the discovery of general principles that help to explain the order, meaning, and coherence of human social life. To that end, the courses in Sociology emphasize the principles of social organization and disorganization, the comparative analysis of societies and social institutions, and principles of social interaction. The student develops a basic understanding of theory, substantive areas, and research methods of sociology.

In addition to the majors in Psychology and Sociology, minors are available in both for students wishing to supplement their education in these widely applicable areas.

Course Requirements

PSY 110: Introduction to Psychology

Introduction to the science of behavior. Topics include the biological foundations of behavior, sensation and perception, learning and memory, motivation and emotion, development, personality and adjustment, and social behavior. CC

PSY 115: Understanding Statistics

Introductory statistics course designed for the math-anxious student. Topics include descriptive and inferential statistics, measures of central tendency, variation, standardized distributions, correlation, regression and prediction, and hypothesis-testing, including one- and two-way analyses of variance. Prerequisite: MAT 096/099 or Mathematics Placement Examination results. NS

PSY 218: Biological Foundations of Behavior

A general survey of the relationship between biological structure/function and behavior. Topics include: behavioral genetics, neuroanatomy and neurophysiology, sensory and motor systems, learning and memory, reproduction, social behavior, and higher cognitive functions and dysfunctions. Prerequisite: 110. Three hours lecture; two hours laboratory. NSL

PSY 317: Social Psychology

Examination of the ways in which social stimuli affect the thoughts, motivations and behaviors of individuals. Topics include self-perception, impression management, social power and influence, attitude formation and change, and interpersonal relations. Current research, applications and methodologies are stressed. Three hours lecture; two hours laboratory. Prerequisites: 110, 115. CC, WI

SOC 120: Introduction to Sociology

A general introductory course to the discipline of sociology, intended mainly for students who wish to gain a broad overview of the field, its areas of study, methods of inquiry and conceptions and analysis of society. The central objective of the course is to encourage students to think sociologically. CC, CD

SOC 225: Social Problems and Inequalities

Applies theories of inequality and stratification to the analysis of the structural basis of social problems. Combines macro-level economic and social analysis with practical examples of problems faced by communities locally, nationally and globally. Explores the relationship between social inequalities and problems such as poverty, crime, environmental crises and the impact of the industrial revolution and post-industrial society on work and unemployment. Prerequisite: 120. CC

SOC 235: Race, Class, Gender

Analyzes the ways in which social categories such as race, ethnicity, sexuality, socioeconomic class and gender intersect and organize social relations. Using comparative and historical perspectives on group formation, immigration and conflict, social phenomena such as assimilation, ethnocentrism, racism and multiculturalism are examined. The role of power and privilege in protecting inequality and the potential for change are explored. Prerequisite: 120. CD

or

SOC 499: Senior Thesis

One course from the following:

PHI 121: Ethics

Classical and contemporary theories of ethics and values, with applications to practical problems. Brief introduction to metaethics. ETH

PHI 222: Logic

Introductory course stressing "informal" methods of validating arguments and the formal proof procedures of symbolic logic. FT

PHI 224: Ancient and Medieval Philosophy

Major philosophical issues that have left a lasting imprint on western cultural heritage. Detailed examination of the philosophies of Plato, Aristotle, St. Augustine and St. Thomas Aquinas. FWC, WI

PHI 225: Modern Philosophy

Major philosophical issues that have left a lasting impression on the western cultural heritage. Detailed examination of the thought of Descartes, Hume, Kant and Hegel. HWC, WI

PHI 245/345: Existentialism

An advanced exploration of important figures and works in the existentialist tradition, including Kierkegaard, Nietzsche, Heidegger, Camus, Beauvoir and Sartre. HWC, ETH

RLS 205: Bioethics

Ethical issues in the biological sciences and medical technology: human experimentation, euthanasia, abortion, reproductive technology, genetic engineering, cloning and stem-cell research. ETH, WI

RLS 207: Private Values and Public Policy

Interplay between private persons, their beliefs and values, and the larger community with its customs and laws. Individualistic vs. community values; the influences of individuals on public policy. Strategies of resistance, nonviolence, civil disobedience and political activism. Ethical and legal issues in regulating variant behavior, high-risk activities and victimless crimes. Privacy, civil rights, civic responsibilities and related issues. Minority protections, church-state relations. Role of personal beliefs in the public arena and schools. CC, CD, ETH

RLS 209: Ethical Issues Today

Focused study of pressing ethical issues of our day. Topics may include sex, love and friendship, war and peace, computers and technology, affluence, poverty and globalization. CC, ETH, WI

RLS 210/310: Science and Religion

Impact of scientific method on religious thought. Confrontation of ancient themes and scientific world views. Current discussions on newer science and religious beliefs (big-bang cosmology and creation, respectively); religious sources and ecological values; ways of knowing and believing; theories of revelation, encounter, inspiration and symbol. Relationships of beliefs to factual knowledge. HWC, FT

In addition to the required courses listed above, choose either a major in psychology or sociology.

Major in Psychology

PSY 368: History and Systems in Psychology

Psychology in historical perspective. The growth of both theory and science in psychology as exemplified in the works of the great philosopher/ psychologists from Plato to the present. Prerequisites: 110 and permission of instructor.

PSY 431: Experimental Methods in Psychology

Combines theory and practical application of the principles of experimental design, hypothesis-testing and statistical inference, including correlational and quasi-experimental techniques. Course incorporates an introduction to the use of SPSS computer software for statistical analyses. Three hours lecture; two hours laboratory. Prerequisites: 110, 115, 218 and 317 senior status or permission of instructor.

Four additional courses, at least two at the 300 level, selected in consultation with the adviser.

Major in Sociology

SOC 232: Qualitative Methods and Feminist Research

Introduces student to basic research procedures for collecting qualitative data in the social sciences. Students learn skills for participant observation and ethnography, interviewing, content analysis and procedures for qualitative data analysis. Considers the major theories on qualitative research with special attention to feminist approaches, research ethics and project design. Includes introducing students to computer-based qualitative analysis. Prerequisite: 120 and permission. WS, WI

SOC 315: Sociological Theory

Survey of theoretical perspectives that have guided sociological thought and inquiry. Both classical social theorists (e.g., Marx, Weber, Durkheim) and contemporary theoretical perspectives (e.g., feminist, postmodernist, deconstructionist) are considered. Prerequisite: 120 and at least one 200-level sociology course. HWC

SOC 355: Internship

SOC 414: Research Design

Analyzes and critiques major qualitative and quantitative approaches to sociological research. Reviews basics of qualitative and quantitative research design. Principles of research, including data collection methods, ethics in research, data interpretation and analysis are introduced. Students learn to read research in the field and to design their own research project. Prerequisites: 120, 232, PSY 115, senior status or permission of instructor.

Three additional courses selected in consultation with the adviser, at least one at the 300 level.

Student Learning Goals

Critical Thinking Goals

1. Student is able to recognize and restate basic hypotheses, theses, or arguments of the readings in the course. (W2 a & b)
2. Student is able to raise questions and critiques about course readings. (W2b)
3. Student is able to comprehend and discuss theory and empirical studies in the disciplines of Psychology/Sociology. (W2b)
4. Student is able to compare and contrast various readings and core concepts. (W2b)
5. Student is able to identify major theoretical frameworks in Psychology/Sociology. (W2b)
6. Student is able to apply major theoretical frameworks to empirical data. (W2b,c)
7. Student is able to identify "gaps" or points for further research in the disciplines of Psychology/Sociology. (W2b)
8. Student is able to evaluate the validity of a methodological approach in a sample study. (W2b)
9. Student is able to connect her/his own research with similar research in the disciplines of Psychology/Sociology. (W2a,b,c; W3b)
10. Student is able to appreciate the impact of perspectives commonly excluded from academic discourse , e.g., race, class, gender, culture (W5 a & b)

Writing/Research Goals

1. Student is able to formulate a thesis/hypothesis statement. (W1b, W3b)
2. Student is able to write short, critical essays on readings, core issues or basic concepts in her/his courses. (W1a & b)
3. Student is able to locate appropriate resources on-line. (W3 a)
4. Student is able to produce a well-written library research paper. (W1a, W1b)
5. Student knows how, when and where to cite using proper style. (W3b)
6. Student knows how to effectively revise a paper. (W1 a & b)
7. Student is able to make an effective and cogent oral presentation. (W1c)
8. Student is able to design and implement a basic research project of her/his own. (W3 a & b)
9. Student is able to produce a well-written analysis of her/his own research. (W1- a,b;W2- a,b,c)
10. Student is able to effectively and professionally present her/his own work. (W1c, W3b)

The Psychology and Sociology Club

The Psychology and Sociology Club is a student-run organization to support majors and minors in the field of Psychology & Sociology and to raise awareness on campus about the discipline and related interests.  The club has held fundraisers, attended conferences, participated in campus-wide events, sponsored campus lectures, taken field trips, and more.   Faculty in Sociology and Psychology serve as club advisors.  Membership in the club is open to all Wilson students.

Career Paths of Recent Graduates

• Coordinator Big Brother/Big Sister Program
• Veterinarian with the US Army
• Asst. Director state Mental Health Assn.
• Educational Outreach/Family Planning
• Franklin County AIDS Educator
• Staff Therapist - In/out patient ADHD; autistic children
• Applied Personnel Research
• Therapy with autistic children
• Veterinary Office Supervisor
• Counselor at Brook Lane adolescent care
• Asst. Professor of Psychology
• Editor with US LifeLine
• Group home supervisor (adults with mental retardation)
• Graduate student
• Social Science at Syracuse University
• Gerontology at UCLA
• ESL at Hofstra University
• MSW at Columbia University
• Psychology at Monmouth State
• Library Science at Clarion
• Industrial Organizational at Michigan State University
• Urban Counseling at the Devereau Foundation, Philadelphia
• Neurolinguistics at McGill University
• Experimental at New Mexico Highlands University
• Gerontology at Northern Illinois University
• Counseling at Shippensburg University
• Psychology at Shippensburg University
• Social Work at Temple University
• Linguistics at University of Hawaii
• Genetic Counseling at University of Pittsburgh
• Veterinary Medicine at Virginia Polytechnic Institute
• Community Counseling at University of Rochester

Graduate School Information

Students often believe that graduate schools are looking for students who have had many courses as an undergraduate in some particular sub-specialty of Psychology or Sociology. Nothing could be further from the truth. Graduate schools want students who have demonstrated their ability to learn, understand, and apply the fundamentals. They want students who think critically, write well, speak confidently, work independently, can design and critique research, etc. Graduate school faculties typically want to be the ones to shape their graduate students in terms of specialty areas and theoretical approaches. Metaphorically speaking, they want high quality clay for that process. At Wilson we emphasize these all-important fundamentals, and together with the distinct advantages of being very small and a college for women, our graduates have a most impressive record of acceptance into graduate programs. Check out graduate schools attended by recent Wilson graduates. Don't forget that Wilson College is ranked 2nd in the country among regional liberal arts institutions for the proportion of graduates who go on to obtain doctoral degrees.

Graduate Schools Attended by Recent Wilson Graduates

• Social Science at Syracuse University
• Gerontology at UCLA
• ESL at Hofstra University
• MSW at Columbia University
• Psychology at Monmouth State
• Library Science at Clarion
• Industrial Organizational at Michigan State University
• Urban Counseling at the Devereau Foundation, Philadelphia
• Neurolinguistics at McGill University
• Experimental at New Mexico Highlands University
• Gerontology at Northern Illinois University
• Counseling at Shippensburg University
• Psychology at Shippensburg University
• Social Work at Temple University
• Linguistics at University of Hawaii
• Genetic Counseling at University of Pittsburgh
• Veterinary Medicine at Virginia Polytechnic Institute
• Community Counseling at University of Rochester

Internship Opportunities

• Franklin County Child & Youth Organization
• School Counseling
• Domestic Violence/Sexual Abuse Centers
• AIDS education
• Research at Regional Medical Centers
• Youth Programs
• County Housing Department
• Feminist Majority Foundation
• State Mental Hospital
• Cumberland Valley Mental Health Facility

Senior Thesis and Abstracts

Recent social science graduates demonstrated their understanding of the field through their senior theses. Below are some recent theses titles and where they were presented. In addition, some abstracts of senior work can be viewed here.

2008

Beltz, Amber.  Effects of Relational Aggression with Regard to Popularity and Instigator, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008.

Butts, Nicole. Mere Exposure Effect and Information Processing: The Impact on Attitudes Toward U.S. Presidents, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008. [As of Oct. 2008, Nicole is teaching Radiography at Chambersburg Hospital.]

Fitzgerald, Tamika. Are African American Women Buffered from the Eurocentric Beauty Standard, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008. [As of Oct. 2008, Tamika is pursuing an M.S. in Public Administration at Shippensburg University in Shippensburg, Pa.]

Knoll, Alicia.Impact of Descriptive Labels and Placement of Entrees on a Restaurant Menu, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC) at Shepherd University, Shepherdstown, W.V., 17 April 2008. [As of Oct. 2008, Alicia is pursuing an M.S. in Psychology at Shippensburg University, Shippensburg, Pa.]

Long, Tara.  Substance Use by College Students: Prevalence Rates, The Role of Motivation for Athletic Involvement and Sport-Type Differences, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008.

Nieves, Nerfis. The Effects of Cognitive Priming on Parental Role Attitudes, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008.

Williams, Kelly. The Role of Print Advertisements in the Formation of Sexual Attitudes, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008. [As of Oct. 2008, Kelly had completed para-legal studies at Georgetown University and is working in Chambersburg as a Youth Advocate with Youth Advocate Programs, Inc. (YAP), a non-profit Youth and Family Support agency working with high-risk youth and their families.]

Beidel, Jennifer. Understanding Substance Use in Young Adults, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC) at Shepherd University, Shepherdstown, W.V. 17 April 2008. [As of Oct. 2008, Jennifer is employed in a social services position.]

Markley, Jennifer. The effects of Ginkgo Biloba on Spatial Memory Retention in Rats, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008.

Webber, Katie. College Students and Credit Card Use, 28^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Shepherd University, Shepherdstown, W.V., 17 April 2008. [As of Oct. 2008, Katie is employed by Council of Independent Colleges in Washington, D.C.]

2007

Crusey, Kristina. Tolerance for the Mentally Ill, 27^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Hood College, Frederick, Md., 13 April 2007. [As of Oct. 2008, Kristina works in a supervisory position, working with developmentally challenged individuals.]

Medina, Mary. College Students and Motivation, 27^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Hood College, Frederick, Md., 13 April 2007.

Smith, Amanda L.Coaching Style Behaviors: The Relationship Between Perceptions of and Preferences for Coaching Behaviors and Athletes’ Self-confidence, 27^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Hood College, Frederick, Md., 13 April 2007. [As of Oct. 2008, Amanda is pursuing an M.S. in neuropsychology at St. Josephs University in Philadelphia.]

Lewis, Doretha. Lower Income African American Views of Immigrants, 27^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Hood College, Frederick, Md., 13 April 2007.

Winslet, Dorothy. Understanding Rural Women Who are HIV Positive, 27^th annual meeting of the Mid-Atlantic Undergraduate Social Research Conference (MAUSRC), Hood College, Frederick, Md., 13 April 2007.

2006 and Earlier

Lockard, Emily.The Effects of Multiple Role Enactments on Multitasking Ability, 26^th annual meeting of the MAUSRC, Villanova University, 20 April 2006. [As of Oct. 2008, Emily is pursuing a Ph.D in marriage and family therapy at NOVA Southeastern University; married surname: Lake]

Peters, Aron. The Relationship Between Conformity and Extraversion, 26^th annual meeting of the MAUSRC, Villanova University, 20 April 2006. [As of Oct. 2008, Aron is pursuing an M.S.W. at Temple University.]

Spangenberg, Michelle. Changing Attributional Styles, 26^th annual meeting of the MAUSRC, Villanova University, 20 April 2006. [As of Oct. 2008, Michelle is pursuing an M.S. in Counseling at Shippensburg University, Shippensburg, Pa.]

Boyer, Kitty A. The Effects of the Open Studio Process of Art Therapy with Older Adults, 25^th annual meeting of the MAUSRC, Elizabethtown College, 19 April 2005.  [As of Oct. 2008, Kitty works as a financial advisor and co-owner of Barrows Wealth Management.]

Klotz, Kaitlin. Identification and Implications of Relational Aggression, 25^th annual meeting of the MAUSRC, Elizabethtown College, April 19, 2005. [Kaitlin has completed an M.S. in school psychology at Bucknell University.]

Daftary, Tarika. Attributional Influences on Observers’ Perceptions of Rape and Robbery Victims, Honors in the major, 23^rd Annual Mid-Atlantic Undergraduate Social Research Conference, Messiah College, April 2003. [Tarika has completed  an M.S. in psychology at the University of Dayton and, as of Oct. 2008, is a Ph.D. candidate in forensic psychology at John Jay College of Criminal Justice, CUNY.]

Lee, Mary. The Positive Effects of Stigmatized Music: An Exploratory Analysis, 23^rd Annual Mid-Atlantic Undergraduate Social Research Conference, Messiah College, April 2003. [As of Oct. 2008, Mary works with the Bureau of Juvenile Justice, overseeing a grant for employee development for clinical counseling, mental health, D&A and MR for staff that work in state-run juvenile facilities for the State of Pa.]

Noll, Nicole. Gender Schematicity and Need for Cognition: Replication and Extension of Markus, Smith, & Moreland (1985), Honors in the major, 23^rd Annual Mid-Atlantic Undergraduate Social Research Conference, Messiah College, April 2003. [Nicole has received an M.S. in psychology from James Madison University and as of Oct. 2008, is a Ph.D. candidate in social psychology at Temple University.]

Inoue, Tomomi. Attitudes Toward Three Age Groups by Young Adults and the Underlying Influences on the Attitudes.  Paper presented at the 20^th Annual Mid-Atlantic Undergraduate Social Research Conference at Shippensburg University, April 17, 2000. [Tomomi completed her MSW at Washington University, St. Louis, specializing in women's issues and social & economic development.Her final practicum was in a domestic violence program for Asian/Asian American women in San Jose, CA]

Means, Nicol Moreland. Brain Lateralization in Mice: Effects of Age, Environment and Practice, 20^th Annual Mid-Atlantic Undergraduate Social Research Conference at Shippensburg University, April 17, 2000. [Nicol completed an M.S. in experimental psychology at New Mexico Highlands University and a Ph.D. in neuropsychology and statistics at the University of Wisconsin and Capella University. She is currently a statistician and grants writer for the Bernalillo County, New Mexico, Juvenile Detention Center]

Banerjee, Payal. Eurocentric Ideals of Beauty: Impact on White and Black Women (Honors)., 18^th Annual Mid-Atlantic Undergraduate Social Research Conference at Hood College, April 22, 1998. [Completing Ph.D in Sociology at Syracuse University]

Nakao, Kayoko. Effects of Environmental "White Noise" on Dementia of the Alzheimer's Type. [Kayoko completed her MSW and Ph.D. in Social Welfare at University of California, Los Angeles.]

Hoos, Kathleen Pell. Assessing the Relationship between Friendships and Depression in a Retirement Community.  [Completed MS in Psychology, Shippensburg Univ., retired Director of LPN nursing program]

Meyers, Robin.Poetry Therapy and Senior Citizens: Enhancing Cognition, Memory and Self-Esteem through Reminiscence. [Robin has received a Ph.D in Christian psychology and is an L.P.C.]

Thanki, Dhruti. The Halo Effect: Can Criminals Be Beautiful? [Dhruti has received an M.S. from Michigan State University.]

Wijeyawardana, Eshani. Philosophies of Human Nature across Cultures [Eshani has completed an M.S.W. at Columbia University.]

Slotterback, Carole. Cigarettes, Alcohol and Women: Warnings and Target Appeals [Carole has received a Ph.D. in developmental psychology from Northern Illinois University and is full professor at Scranton University.]

Awards and Prizes